Classroom management based on coercion and behavior control is linked to retaliatory behavior disruptions leading to conflict, punishment, and substandard academic achievement. Classroom management based on democratic, humanistic processes is linked with greater student participation, cooperation, and motivation to achieve academically. High schools are routinely managed by teacher control and student compliance models. Further research that supports the use of a democratic classroom management paradigm could help educators to understand the potential link with academic achievement.
The purpose of this research study is to determine whether high school students in well - managed classrooms experience greater academic achievement than students in poorly - managed classrooms.
High school students in well-managed classrooms experience significantly greater academic achievement than students in poorly - managed classrooms.
High school students in well-managed classrooms do not experience significantly greater academic achievement than students in poorly - managed classrooms.
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